Teaching Science Through Inquiry-Based Instruction

539 Pages·2017·17.034 MB·English

by  Terry L. Contant et al.

Thirteenth Edition
Teaching Science
Through Inquiry-
Based Instruction
Terry L. Contant
LEARN Regional Educational Service Center
Anne L. Tweed
McREL International
Joel E. Bass
late, of Sam Houston State University
Arthur A. Carin
late, of Queens College
330 Hudson Street, NY NY 10013
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Library of Congress Cataloging-in-Publication Data: CIP data is available at the Library of Congress
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-451679-6
ISBN 13: 978-0-13-451679-0
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THIS BOOK IS DEDICATED to the memory of Dr. Joel E. Bass, who
passed away after completing the eleventh edition. Dr. Bass inspired
many science educators during his 35 years at Sam Houston State Uni-
versity, and he touched thousands more through his work on the ninth,
tenth, and eleventh editions of Teaching Science as Inquiry. Joel, your
passion for teaching science lives on in our memories, and in this book.
THIS BOOK IS ALSO DEDICATED to the memory of Dr. Arthur A. Carin,
author of the first eight editions of the book (then called Teaching Sci-
ence as Discovery). Through five decades of exemplary writing, teaching,
research, and service, Dr. Carin had a significant, positive impact on sci-
ence education. Art, you are remembered and honored.
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Contents
TEAChIng SCIEnCE Through InquIry-BASEd
InSTruCTIon 1
Curiosity and Learning Science 2
1
Science and Science Education 3
Learning Goals 4 Legislation 10
What Is Science? 4 K–8 Science Education in the Present and
Science Education in Elementary and Middle Future 13
Schools 8 Getting Started with Inquiry-Based Teaching
Science Education 8 and Learning 23
Chapter Summary 23
Scientific Literacy 9
Discussion Questions 24
National Concerns 9
Professional Practices Activities 24
Language Literacy and Mathematics
Competency 10
2
getting ready for Inquiry Instruction 25
Learning Goals 26 Engineering Design Connects to Scientific
Identify Learning Goals Aligned to Inquiry 38
Standards 27 Science and Engineering Practices 40
Getting Ready for Inquiry-based Instructional Science Investigations for Elementary and
Planning 28 Middle School Students 40
Using Resources to Develop Content Mealworms 42
Storylines 30 Mystery Powders 43
Aspects of “Doing” Science and Chapter Summary 45
Engineering 32
Discussion Questions 46
Science Process Skills 33
Professional Practices Activities 46
Abilities Necessary to Do Scientific
Inquiry 34
3
Creating a Positive Classroom Environment 48
Learning Goals 49 Managing Student Behavior 60
Characteristics of a Positive Learning Chapter Summary 64
Environment 49 Discussion Questions 65
Designing the Learning Environment 52 Professional Practices Activities 65
Planning for Classroom Safety 57
v

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Contents
4
Learning Science with understanding 67
Learning Goals 68 Alternative Conceptions about Science 78
Knowing vs. Understanding 68 Chapter Summary 81
Constructing Science Learning 70 Discussion Questions 82
Instructional Strategies for Deeper Professional Practices Activities 82
Understanding of Science Concepts 74
5
Engaging in Inquiry-Based Instruction and using the 5E Model 83
Learning Goals 84 The 5E Model of Science Instruction 97
Inquiry-Based Instruction 84 How Each Phase of the 5E Model of Science
Research on Inquiry-Based Instruction 86 Instruction Supports Science Learning 100
Chapter Summary 108
Essential Features of Classroom Inquiry 87
Discussion Questions 109
Levels of Inquiry 93
Professional Practices Activities 109
Instructional Models and How to Select
One 96
6
Effective questioning 111
Learning Goals 112 Explore: Using Questioning to Guide
The Role of Teacher Questions 112 Discussions of Observations 123
Different Kinds of Questions 114 Explain: Using Questioning to Guide
Discussions of Explanations 124
Productive Questions 114
Elaborate: Questioning to Guide Discussions
Essential Questions 116
of Applications to New Situations 126
Closed vs. Open-Ended Questions 117
Managing Classroom Discourse 126
Subject-Centered vs. Person-Centered
Accepting Student Responses 128
Questions 118
Extending Student Responses 129
Equitable vs. Inequitable Questions 119
Probing Student Responses 130
Questions Aligned with Learning
Targets 119 Implementing Science Talk in the
Classroom 133
Questioning Aligned to the 5E Inquiry
Chapter Summary 138
Model 120
Discussion Questions 139
Engage: Using Questioning to Initiate
Inquiry 122 Professional Practices Activities 139
7
Assessing Science Learning 141
Learning Goals 142 Fitting Assessment Methods to Learning
Assessment in the Science Classroom 142 Goals 169
Formative Assessment Processes 146 The Role of Large-Scale Assessments 169
Summative Assessments 153 Using Released Items to Help Students
Prepare for State Tests 174
Performance Assessments 160
Chapter Summary 175
Assessing Multiple Learning Targets through
Discussion Questions 176
Performance Assessments 166
Professional Practice Activities 177
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Contents
8
using Technology Tools and resources for Science Learning 178
Learning Goals 179 Creating and Using Models of Scientific
General Educational Technology in the Phenomena 187
Science Classroom 179 Communication 189
Specific Digital Technologies for Science Social Media 191
Education 182 Chapter Summary 192
Gathering Scientific Information 183 Discussion Questions 192
Data Collection and Analysis 185 Professional Practices Activities 193
9
Connecting Science with other Subjects 194
Learning Goals 195 Integrating Science and English Language
Integrating Science and Mathematics 196 Arts 204
Chapter Summary 210
Science Education as a Component of STEM
Education 199 Discussion Questions 211
Integrating Science and Social Studies 202 Professional Practices Activities 211
1 0
Making Science Accessible for All Learners 212
Learning Goals 213 Science for Students with Emotional
Equity, Diversity, and Achievement Gaps in Disturbance 236
Science Education 214 Science for Students with Visual
Helping Students from Linguistically and Impairments 236
Culturally Diverse Backgrounds Learn Science for Students with Hearing
Science 217 Impairments 237
Teaching Science in an Inclusive Science for Students with Mobility or Motor
Classroom 222 Impairments 238
Helping Students Identified with Disabilities Supporting Science Learning for Students
Learn Science 225 Identified as Gifted and Talented 239
Science for Students with Specific Learning Chapter Summary 242
Disabilities 227 Discussion Questions 243
Science for Students with Intellectual Professional Practices Activities 244
Disabilities 235
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viii
Contents
ACTIvITIES for TEAChIng SCIEnCE Through
InquIry-BASEd InSTruCTIon 245
I
Teaching Inquiry-Based Science Activities A-2

II
Physical Sciences A-6
About Physical Sciences A-7 Activity 16: What makes things get
Activity 1: Which materials do magnets hotter? A-56
attract? A-9 Activity 17: How can you construct
Activity 2: How can electrical conductors a circuit in which a bulb
be identified? A-12 lights? A-59
Activity 3: How can their properties Activity 18: What happens when there is
help you identify mineral more than one bulb or battery
samples? A-15 in a circuit? A-62
Activity 4: How do the tiny particles that Activity 19: What affects the final
make up pure substances temperature of a water
move in different states of mixture? A-65
matter? A-20 Activity 20: How does the length of a
Activity 5: How does heating or cooling vibrating stick affect the sound
affect air in a container? A-24 produced? A-68
Activity 6: What are the distinguishing Activity 21: How is sound produced by a
properties of common white banjo? A-71
powders? A-27 Activity 22: How do transparent,
Activity 7: How do salt crystals form? A-30 translucent, and opaque
materials differ? A-73
Activity 8: How do you balance an equal-
arm balance? A-33 Activity 23: How can shadows be
changed? A-75
Activity 9: Can magnets interact with
objects through different Activity 24: How does light reflect from a
materials? A-36 mirror? A-77
Activity 10: What happens when two ring Activity 25: What happens when light
magnets interact? A-38 passes from one transparent
material to another? A-79
Activity 11: How do the ends of bar magnets
interact with each other? A-41 Activity 26: How can a pinhole viewer
provide evidence about how
Activity 12: What evidence reveals
light travels? A-82
the presence of magnetic
fields? A-43 Activity 27: What is white light? A-87
Activity 13: What is an electromagnet, Activity 28: What are digital images
and how can you make made of, and how are they
one? A-45 produced, transmitted, and
displayed? A-90
Activity 14: What factors affect the rate of
swing of a pendulum? A-47 Activity 29: Why are most modern
communication technologies
Activity 15: What energy changes occur
digital? A-98
in a swinging pendulum
system? A-51
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Contents
III
Life Sciences A-101
Activity 30: What are seeds and where are Activity 39: How do the social interactions
they found? A-104 and group behavior of ants and
Activity 31: How do plants get the water honeybees help to maintain
they need to function and to their colonies? A-130
grow? A-106 Activity 40: In what ways do young
Activity 32: How do we inhale and exhale animals resemble their
and why is this process parents? A-132
important? A-109 Activity 41: How can mutations result in
Activity 33: What role do seeds play in a variation of traits? A-135
plant life cycle? A-112 Activity 42: How can fossils help us learn
Activity 34: What are the stages in an insect about life and environments
life cycle? A-115 long ago? A-137
Activity 35: Do plants need light to grow Activity 43: How does the environment
and stay healthy? A-118 influence populations of
organisms over multiple
Activity 36: Is the air we breathe in the same
generations? A-139
as the air we breathe out? A-122
Activity 44: How many different kinds
Activity 37: How do sensory receptors
of living things are in
respond to stimuli? A-125
the habitats around our
Activity 38: How do disruptions to school? A-142
an ecosystem affect its
populations? A-127
Iv
Earth and Space Sciences A-145
Activity 45: How does the position of Activity 52: How can living things produce
the sun in the sky change forces that can change Earth’s
throughout the day? A-148 surface? A-166
Activity 46: How can we describe the Activity 53: Which parts of Earth
positions of objects in the experience the most
sky? A-150 earthquakes? A-169
Activity 47: How do shadows caused by Activity 54: How have Earth’s plates
the sun change during the moved over time? A-171
day? A-153 Activity 55: What part of Earth’s surface is
Activity 48: How does the appearance of covered by oceans? A-174
the moon’s shape change over Activity 56: What is condensation? How
time? A-155 does it occur? A-176
Activity 49: How spread out are the planets Activity 57: What are stalactites and
in our solar system? A-157 stalagmites, and how are they
Activity 50: What is core sampling, and formed? A-178
how can we use it to infer Activity 58: How does temperature vary
patterns in rock layers in the from place to place and over
Earth’s crust? A-160 time? A-181
Activity 51: How does the geologic Activity 59: How do organisms use and/or
time scale display scientists’ change the land, water, or air
understanding of the history around them? A-183
of Earth? A-163
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